Week of May 18th-22nd Because of IOWA Basic testing this week, the WWI test will be a take home test.
It is due after break, June 1 or 2. However, here are some options for completing the test before break, if you do not want homework! 1. Complete it during free time after taking the IOWA Basics.
2. Complete it during clubs in Mrs. Miller's study hall-room.
3. Complete it at home and turn it in to Ms. Dougherty by Friday, May 22.
Here are the study guides for the WWI test. You can complete these for extra credit!
We are continuing with Ch. 14 this week by completing the chapter reading notes and then viewing pictures of child labor from 1908-1912-“The History Place.”, analyzing the photos, and primary source stories called, “The Story of My Cotton Dress” –The Child Labor Bulletin, August 1914 and “Mr. Coal’s Story”- from the National Child Labor Committee.
They will also be completing a group activity where they read and investigate present-day child labor in Bangladesh to find similarities and differences between child labor in the early 1900s and today.
We will begin the Labor Union Strike group activity, which compares the labor union strikes in the early 1900s with the Writer’s Strike of 2007, on Friday and will continue after break.
Week of March 9-13th Students have just wrapped up Ch. 13-Innovation and Inventions with a chapter test and will begin Ch. 14 on Labor’s Response to Industrialism!
Overview Students learn about labor’s response to industrialism and then play a game that simulates some of the experiences, benefits, and frustrations associated with the formation of labor unions. They will also be learning about present day child labor issues around the world.
PreviewStudents reflect on a situation in their own lives in which they have attempted to change certain conditions.
ReadingStudents read and take notes on the effects of industrialism on labor and on labor’s responses to the living and working conditions of industrial workers.
ActivityIn an Experiential Exercise, students play a game that simulates the choices involved in the decision to form or join a labor union. They then compare their experience to the historical experience of trying to form a labor union.
ProcessingStudents compare their experience in the classroom activity to the historical experience of workers trying to form labor unions. Objectives Students will:
• investigate the Essential Question: Was the rise of industry good for American workers? • analyze content from the chapter to understand the conditions that gave rise to turn-of-the-century labor movements, and explain the goals, losses, and gains of the three major labor movements.
• experience the benefits and frustrations of forming labor unions.
• learn and use the Key Content Terms for this chapter.
Week of February 9-13th
This week we are finishing Chapter 13 activity/reading from last week and will be making invention brochures showing the importance and their impact today.
Processing: Invention brochure and Chapter 13 (TBA)
The assignment is below: Invention Brochure What is a brochure? A brochure is a small booklet or pamphlet, often containing promotional material or product information. Directions: Create a brochure that highlights the three most important innovations or inventions of the Industrial Revolution that you think still have an impact today. You will also showcase your own original invention on the back. Include the following: · Conduct research and find the who, what, where, when and why about each invention on your brochure. Write this information in paragraph form, using complete sentences. · Include an original (first picture) and a current (present day) picture version of each invention. · Title/cover page which introduces your inventions. · Back cover with a picture or illustration of your own invention with a brief description. What is the purpose of your invention? What is your invention supposed to do? · Entire brochure should be neat, organized and with creative touches (ex. Add color, border, additional visuals, or your own creative touches!) · Historically accurate information. Use these websites for help and information: · Google : Type in history of “name of invention” in SEARCH. · www.pbs.org/wgbh/aso/databank/tech.html · www.biography.com/search/?cmd=1&rec=20619 · http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html · www.invent.org –click on orange box; then click on search (on the right side of page) · http://inventors.about.com/od/timelines/Timelines_of_Invention_and_Technology.htm
Do not copy and paste the information. The information must be in your own words! You will be using Microsoft Publisher to create your invention brochure. You must choose only one of the following templates: Bubbles, Blocks, or Frames.
Example of brochure:
Week of February 2-6th Age of Innovation and Industry Introduction:
Film: Greatest Inventions with Bill Nye
Assembly line activity
BIG IDEA: Was the rise of industry good for the United States? Overview
Students graph data and analyze images to learn about the rise and impact of industrialism in America. · Preview Students create sketches and write short descriptions of the impact of three important innovations in their lifetime. · Activity In a Social Studies Skill Builder, students graph data and analyze images about industrialism. · Reading Students read and take notes on the impact of industrialism. Objectives
Students will:
• investigate the Essential Question: Was the rise of industry good for the United States?
• graph data and analyze images about industrialism in America.
• explain the impact of industrialism on life in the United States in a class discussion.
• learn and use the Key Content Terms for this chapter. Processing:
Students complete Industry graphs and chapter 13 reading notes.
Students will take the Chapter 13 Test (TBA)
Week of January 26-29th
The students are finishing and polishing up their Western Guidebooks. They will be giving a short presentation on their guidebooks, including what they learned, what they liked the best about their guidebook and will be answering these questions:
“How did the expansion of the U.S. affect the lives of people in the 1800’s and today?” or "How did westward expansion affect the United States?”
*
*If given enough time students will be participating in an Experiential Exercise: Re-create the Ellis Island Immigration Station in the classroom. Most students will play the role of Immigrants in the activity. Objectives:
• investigate the Essential Question: What was it like to be an immigrant to the United States around the turn of the century?
• learn key aspects of the immigrant experience around the turn of the century. Final Assessment:
Students will write a short summary paragraph based on these questions:
• How did it feel to be an immigrant going through Ellis Island? (Note: Be sure to hear from immigrants who traveled first and second class, too.)
• How did it feel to be an inspector?
• What were the most difficult or challenging parts of the experience for you?
• Based on the experiences of actual immigrants that you read about (on Student Handout 15D), what do you think was similar about your classroom experience and what it was really like for immigrants at Ellis Island? What do you think was significantly different about your experience and theirs?
• What do you think was the purpose of this activity?
Week of January 20-23rd The students are continuing to work on their Western Guidebooks. They are coming together very nicely and the students are doing a very thorough job! Last week they worked so well typing their information, but not knowing an accurate time frame for how long it would take them to complete each topic, the due date has been extended. By Wednesday, they will have almost completed typing up all of their information, and will begin combine their information with visuals to complete their guidebooks by Friday, January 23, 2009.
Week of January 12-16th Students will complete a guidebook that is differentiated based on content and process. They will take on the role of a cowboy, pioneer, teenager, outlaw, American Indian, or business person from the Old West! The annotated historical guidebook will answer this question:
“How did the expansion of the U.S. affect the lives of people in the 1800’s and today?” Or"How did westward expansion affect the United States?”
*What is a guidebook? A guidebook is a document that offers basic information or instruction.
They will use their textbook (pages 151-161), Chester Comix, Internet, and other resources to collect information and create your guidebook. The guidebook must include information on the following topics: · Mining and Ranching · Transcontinental Rail Road · Indian Wars · Settling the Great Plains · Farmers Protest
Each day they are required to complete the following in class: Monday-rough draft; sketch of what your guidebook will look like Tuesday-2 topics completed Wednesday -2 topics completed Thursday-1 topic complete, begin cover/conclusion Friday-Tentative due date!
Week of January 5-9th
Welcome back! and Happy New Year!
This week we are continuing our study of the West! We will be viewing clips from the film "Far and Away."
It has great visuals on the Oklahoma Land Rush, social status, life for newly arrived immigrants, working on the Transcontinental Railroad, etc. Students will also be introduced to their final unit project...a Westward Guidebook!
More on the guidebook later this week!
Week of December 15-19th We are continuing with the Transcontinental Railroad and the Battle of Little Big Horn this week.
The students will be creating their own flag of California as it applies to the Mexican Cession and when it became an independent state in 1850!
Week of December 8-12th
This week we are venturing on with the West.
Last week the students were introduced to life in the West and now we are using Chester Comix to investigate the Oregon Trail and the Gold Rush!
The students took their own adventure and played the Oregon Trail game to see if they could survive life as a pioneer and make it to Oregon!
---- Week of December 1-5th
Welcome back!
We are fine tuning the Civil War and Reconstruction skit during the first of this
week and then we will be taking a final assessment Tuesday or Wednesday.
Thursday we are discovering the "WEST!"
Using Chester Comix to discover the "West"and investigate "The First Americans!", we will also be covering immigration, Transcontinental Railroad (Golden Spike) Myth of the Cowboy, Oklahoma Land Rush, Plains Indian Wars, among the few topics.
Week of November 24-28th No school!Happy Thanksgiving!
Week of November 17-21st
Students are closing out Reconstruction! For their final assessment, the students will be creating an original skit or storybook that illustrates the relationship between the North and the South, much like how two siblings or neighbors may argue and then make-up or reconcile. They will have assigned roles, scripts and will be creating their own props!
Week of November 10-14th
The students will be taking the Iowa Basic Skills Test. We will be closing up the Civil War and Reconstruction Eras the following week.
Decade Project Documents
Instructions:
Notes template
References/ How to cite your sources:
References/Works Cited Examples
Internet Source/References Instructions
Book with One Author Source/References Instructions
Book with Two or more Authors Instructions
Interview Source/References Instructions
Newspaper Article Source Instructions
Magazine Article with author Instructions
Week of May 18th-22nd
Because of IOWA Basic testing this week, the WWI test will be a take home test.
It is due after break, June 1 or 2. However, here are some options for completing the test before break, if you do not want homework!
1. Complete it during free time after taking the IOWA Basics.
2. Complete it during clubs in Mrs. Miller's study hall-room.
3. Complete it at home and turn it in to Ms. Dougherty by Friday, May 22.
Here are the study guides for the WWI test.
You can complete these for extra credit!
Here are the Chapter 25 Reading notes:
Military Technology Handout
Week of March 16th-20th
We are continuing with Ch. 14 this week by completing the chapter reading notes and then viewing pictures of child labor from 1908-1912-“The History Place.”, analyzing the photos, and primary source stories called, “The Story of My Cotton Dress” –The Child Labor Bulletin, August 1914 and “Mr. Coal’s Story”- from the National Child Labor Committee.
They will also be completing a group activity where they read and investigate present-day child labor in Bangladesh to find similarities and differences between child labor in the early 1900s and today.
We will begin the Labor Union Strike group activity, which compares the labor union strikes in the early 1900s with the Writer’s Strike of 2007, on Friday and will continue after break.
Week of March 9-13th
Students have just wrapped up Ch. 13-Innovation and Inventions with a chapter test and will begin Ch. 14 on Labor’s Response to Industrialism!
Preview Students reflect on a situation in their own lives in which they have attempted to change certain conditions.
Reading Students read and take notes on the effects of industrialism on labor and on labor’s responses to the living and working conditions of industrial workers.
Activity In an Experiential Exercise, students play a game that simulates the choices involved in the decision to form or join a labor union. They then compare their experience to the historical experience of trying to form a labor union.
Processing Students compare their experience in the classroom activity to the historical experience of workers trying to form labor unions.
Objectives
Students will:
• investigate the Essential Question: Was the rise of industry good for American workers?
• analyze content from the chapter to understand the conditions that gave rise to turn-of-the-century labor movements, and explain the goals, losses, and gains of the three major labor movements.
• experience the benefits and frustrations of forming labor unions.
• learn and use the Key Content Terms for this chapter.
Week of February 9-13th
This week we are finishing Chapter 13 activity/reading from last week and will be making invention brochures showing the importance and their impact today.
Processing: Invention brochure and Chapter 13 (TBA)
The assignment is below:
Invention Brochure
What is a brochure? A brochure is a small booklet or pamphlet, often containing promotional material or product information.
Directions:
Create a brochure that highlights the three most important innovations or inventions of the Industrial Revolution that you think still have an impact today. You will also showcase your own original invention on the back.
Include the following:
· Conduct research and find the who, what, where, when and why about each invention on your
brochure. Write this information in paragraph form, using complete sentences.
· Include an original (first picture) and a current (present day) picture version of each invention.
· Title/cover page which introduces your inventions.
· Back cover with a picture or illustration of your own invention with a brief description. What is the
purpose of your invention? What is your invention supposed to do?
· Entire brochure should be neat, organized and with creative touches (ex. Add color, border,
additional visuals, or your own creative touches!)
· Historically accurate information.
Use these websites for help and information:
· Google : Type in history of “name of invention” in SEARCH.
· www.pbs.org/wgbh/aso/databank/tech.html
· www.biography.com/search/?cmd=1&rec=20619
· http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html
· www.invent.org –click on orange box; then click on search (on the right side of page)
· http://inventors.about.com/od/timelines/Timelines_of_Invention_and_Technology.htm
Do not copy and paste the information.
The information must be in your own words!
You will be using Microsoft Publisher to create your invention brochure. You must choose only one of the following templates: Bubbles, Blocks, or Frames.
Example of brochure:
Week of February 2-6th
Age of Innovation and Industry
Introduction:
Film: Greatest Inventions with Bill Nye
Assembly line activity
BIG IDEA: Was the rise of industry good for the United States?
Overview
Students graph data and analyze images to learn about the rise and impact of industrialism in America.
· Preview Students create sketches and write short descriptions of the impact of three important innovations in their lifetime.
· Activity In a Social Studies Skill Builder, students graph data and analyze images about industrialism.
· Reading Students read and take notes on the impact of industrialism.
Objectives
Students will:
• investigate the Essential Question: Was the rise of industry good for the United States?
• graph data and analyze images about industrialism in America.
• explain the impact of industrialism on life in the United States in a class discussion.
• learn and use the Key Content Terms for this chapter.
Processing:
Students complete Industry graphs and chapter 13 reading notes.
Students will take the Chapter 13 Test (TBA)
Week of January 26-29th
The students are finishing and polishing up their Western Guidebooks. They will be giving a short presentation on their guidebooks, including what they learned, what they liked the best about their guidebook and will be answering these questions:
“How did the expansion of the U.S. affect the lives of people in the 1800’s and today?” or "How did westward expansion affect the United States?”
*
*If given enough time students will be participating in an Experiential Exercise: Re-create the Ellis Island Immigration Station in the classroom. Most students will play the role of Immigrants in the activity.
Objectives:
• investigate the Essential Question: What was it like to be an immigrant to the United States around the turn of the century?
• learn key aspects of the immigrant experience around the turn of the century.
Final Assessment:
Students will write a short summary paragraph based on these questions:
• How did it feel to be an immigrant going through Ellis Island? (Note: Be sure to hear from immigrants who traveled first and second class, too.)
• How did it feel to be an inspector?
• What were the most difficult or challenging parts of the experience for you?
• Based on the experiences of actual immigrants that you read about (on Student Handout 15D), what do you think was similar about your classroom experience and what it was really like for immigrants at Ellis Island? What do you think was significantly different about your experience and theirs?
• What do you think was the purpose of this activity?
Week of January 20-23rd
The students are continuing to work on their Western Guidebooks. They are coming together very nicely and the students are doing a very thorough job! Last week they worked so well typing their information, but not knowing an accurate time frame for how long it would ta
Week of January 12-16th
Students will complete a guidebook that is differentiated based on content and process. They will take on the role of a cowboy, pioneer, teenager, outlaw, American Indian, or business person from the Old West! The annotated historical guidebook will answer this question:
“How did the expansion of the U.S. affect the lives of people in the 1800’s and today?” Or"How did westward expansion affect the United States?”
*What is a guidebook? A guidebook is a document that offers basic information or instruction.
They will use their textbook (pages 151-161), Chester Comix, Internet, and other resources to collect information and create your guidebook. The guidebook must include information on the following topics:
· Mining and Ranching · Transcontinental Rail Road
· Indian Wars · Settling the Great Plains
· Farmers Protest
Each day they are required to complete the following in class:
Monday-rough draft; sketch of what your guidebook will look like
Tuesday-2 topics completed
Wednesday -2 topics completed
Thursday-1 topic complete, begin cover/conclusion
Friday-Tentative due date!
Week of January 5-9th
Welcome back! and Happy New Year!
This week we are continuing our study of the West! We will be viewing clips from the film "Far and Away."
It has great visuals on the Oklahoma Land Rush, social status, life for newly arrived immigrants, working on the Transcontinental Railroad, etc. Students will also be introduced to their final unit project...a Westward Guidebook!
More on the guidebook later this week!
Week of December 15-19th
We are continuing with the Transcontinental Railroad and the Battle of Little Big Horn this week.
The students will be creating their own flag of California as it applies to the Mexican Cession and when it became an independent state in 1850!
Week of December 8-12th
This week we are venturing on with the West.
Last week the students were introduced to life in the West and now we are using Chester Comix to investigate the Oregon Trail and the Gold Rush!
The students took their own adventure and played the Oregon Trail game to see if they could survive life as a pioneer and make it to Oregon!
----
Week of December 1-5th
Welcome back!
We are fine tuning the Civil War and Reconstruction skit during the first of this
week and then we will be taking a final assessment Tuesday or Wednesday.
Thursday we are discovering the "WEST!"
Using Chester Comix to discover the "West"and investigate "The First Americans!", we will also be covering immigration, Transcontinental Railroad (Golden Spike) Myth of the Cowboy, Oklahoma Land Rush, Plains Indian Wars, among the few topics.
Week of November 24-28th
Week of November 17-21st
Students are closing out Reconstruction! For their final assessment, the students will be creating an original skit or storybook that illustrates the relationship between the North and the South, much like how two siblings or neighbors may argue and then make-up or reconcile. They will have assigned roles, scripts and will be creating their own props!
Week of November 10-14th
The students will be taking the Iowa Basic Skills Test. We will be closing up the Civil War and Reconstruction Eras the following week.